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In short, action research is characterized by those constraints and strength given a research methodology intended to be a workable technique for working
classroom teachers. One can conclude that the meaning of classroom action research is reflective action which is done to maintain the doers’ rationality in
doing their jobs to deepen their understanding of their action in order to make the teaching-learning process better.
An action research is done to improve a teaching learning process. Elliot 1991:49 concludes that action research improves a teaching learning process by
saying “The fundamental aim of action research is to improve practice rather than knowledge”
According to Bristol 1993:44, the definition of action research is: “…is a form of self-reflective inquiry undertaken by participants in social including
educational situation in order to improve the rationality and justice of their understanding of the practices and the situations in which practices are carried out.
From those explanations, one can conclude that the meaning of classroom action research is reflective action which is done to maintain the doers’ rationality
in doing their jobs to deepen their understanding of their action in order to make the teaching-learning process better.
2.6.1 Types of Action Research
Part of the confusion we find when we hear the term “action research” is that there are different types of action research depending upon the participants
involved. A plan of research can involve a single teacher investigating an issue in his or her classroom, a group of teachers working on a common problem, or a
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team of teachers and other focusing on a school or district-wide issue Brown, cited in http: www.alliance.brown.edupubsthemes_edact_research.pdf.
According to Brown http: www.alliance.brown.eduthemesedact research. pdf there are four types of action research as follows:
1 Individual teachers research Usually focuses on a single issue in the classroom. The teacher may be
seeking solutions to problems of classroom management, instructional strategies, use of materials, or student learning. Teachers may have support of
their supervisor or principal, an instructor for a course they are taking, or parents.
2 Collaborative action research May include as few as two teachers or a group of several teachers and others
interested in addressing a classroom or department issue. This issue may involve one classroom or a common problem shared by many classrooms.
These teachers may be supported by individuals outside of the school, such as a university or community partner.
3 School-wide research Focuses on issues common to all. For example, a school may have a concern
about the lack of parental involvement in activities, and is looking for a way to reach more parents to involve them in meaningful ways or the school may be
looking to address its organizational and decision-making structures. Teams of staff from the school work together to narrow the question, gather and analyze
the data, and decide on a plan of action. An example of action research for a
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school could be to examine their state test scores to identify areas that need improvement, and then determine a plan of action to improve student
performance. 4 District-wide research
District-wide research is far more complex and utilizes more resources, but the rewards can be great. Issues can be organizational, community-based,
performance-based, or processes for design-making. A district may choose to address a problem common to several schools or one of organizational
management.
Figure 1 Types of action research
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2.6.2 The Steps in Doing Action Research
